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Differentiated Instruction
Introduction
This paper provides a summary, analysis, and discussion of the article Differentiated Instruction in Information and Communications Technology Teaching and Effective Learning in Primary Education by Palieraki and Koutrouba (2021). The evaluates the main finding of the article, which is that differentiated instruction in ICT teaching can lead to better academic performance and higher levels of student satisfaction. The evaluation takes into consideration issues such as validity, reliability, methodology,
Summary
This article by Palieraki and Koutrouba (2021) discusses the use of differentiated instruction in teaching information and communications technology (ICT) in primary education and its impact on effective learning. The authors conducted an intervention using differentiated instruction for three months in 2020 with 113 elementary students in two different schools. Their aim was to assess student improvement in terms of active participation and engagement. The article suggests that differentiated instruction, which tailors teaching methods to the individual needs and abilities of students, can improve students' engagement and motivation in learning ICT. The authors showed that student engagement was greatly improved due to differentiated instruction and that their active participation also improved. However, the researchers also noted that instructors found the differentiated instruction to be complicated and vexing due to the practical challenges posed by it.
Analysis
The methodology selected by the authors focused on an intervention of five sessions, implemented across six different classrooms in two different schools. They described their methodology reasonably well, basing it in action research, and describing their framework, baselines, and basic assumptions. The intervention used was detailed and triangulation of data was implemented through different qualitative data collection tools, which is especially important in ensuring validity and reliability (Bush, 2012; Hussein, 2009; Lauri, 2011). Overall, the authors cover their topic very well, including where data analysis is concerned. They discuss internal validity by authenticating the data, focusing on soundness of research design, and confirming the ability of the data to provide insight into the desired...…to build relationships with the students. Getting to know them as individuals will help the teacher to better understand their needs and how best to support them. Finally, it is important to be flexible and willing to adjust plans as needed. Differentiated instruction requires constantly making small adjustments
Additionally, there are a number of ways to differentiate instruction. One way is to vary the level of difficulty of tasks according to student ability. For example, a teacher might give lower-ability students simpler tasks to complete, while higher-ability students are given more challenging tasks. Another way to differentiate instruction is to vary the pace at which tasks are completed. This could involve setting different time limits for different students or allowing some students to complete tasks in small groups while others work individually. Differentiated instruction is an important tool for ensuring that all students can access the curriculum and reach their full potential. By using this approach, teachers can create classrooms that…
References
Bush, T. (2012). Authenticity in research: Reliability, validity and triangulation. Research methods in educational leadership and management, 75-89.
Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by themultitrait - multimethod matrix. Psychological Bulletin, 56(2), 81-105.
Hussein, A. (2009). The use of triangulation in social sciences research. Journal ofcomparative social work, 4(1), 106-117.
Lauri, M. A. (2011). Triangulation of data analysis techniques. Papers on SocialRepresentations, 20(2), 34-1.
Palieraki, S., & Koutrouba, K. (2021). Differentiated Instruction in Information andCommunications Technology Teaching and Effective Learning in Primary Education. European Journal of Educational Research, 10(3), 1487-1503.
(Brown, nd) Brown lists 'labor intensive' strategies for differentiation to include those as follows: Assessment, data analysis, and diagnosis; Flexible grouping; Tiered tasks; Anchor activities; Differentiated learning encounters; Learning contracts; Independent study. (Brown, nd) The work of Jahnine Blosser (2005) entitled: "Unit of Lessons: Safety in the Secondary Science Classroom" states that there is "a growing need to make all students understand science and the relevancy of science to their lives." Blosser notes that "many students learn differently
In many ways, the concepts of separating out individuals that are different has been fostered by the construction of the educational format. Tomlinson notes the fallacy of such an arrangement and provides some excellent advice with regard to classroom inclusiveness. "A classroom is -- or at least ought to be, in my opinion -- a microcosm for the world we live in. It is a community of individuals in
Thus, the idea of inclusion was born, an idea that suggests students with special needs be paired alongside students who are gifted, students with different cultural and ethnic backgrounds, and students who have different modes of learning (Tomlinson et al., 2003). Despite this, evidence exists to suggest that the self-contained special education classroom still serves the needs of many students with special needs, suggesting that fears related to special education
Therefore, the purpose of this study is to determine the extent to which special training addressing how to effectively identify the correct needs of the students, without the intrusion of personal bias, will improve the academic outcomes of elementary school students. Because this is a quantitative study, academic outcomes will be measured in terms of test scores on a standardized test designed for grades 2 through 4. Research Design and
Differentiated Instruction and Closing the Achievement Gap It is not always easy to see how differentiated instruction is able to initiate an advantage in schools that are performing extremely low or how it could help in closing the achievement gap. On the other hand, research done by experts show something different. Research has been taking a look at schools that have been on the AYP list and achieving results that are
Teachers should not try to do everything at once but start with highest priority first and work with a collaborative team to set goals. Best Advice The best advice is for teachers to reflect on what it will take to incorporate differentiated instruction. Next, teachers need to evaluate the curriculum with a survey including what students should know, what most know, and what standards they must be held accountable for. Furthermore,